020.711 

N53h 

1897 


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Departments  of  the  University 

Administrative  (Regents  office) — includ- 
ing incorporation,  supervision, /inspect  on, 
reports,  legislation,  finances  and  all  other 
work  not  assigned  to  another  departin'  nt.  * 
Examination  — including  p reacad  ~ nic, 
professional  student,  acaden1  ic,  higher, 
professional,  and  any  other  examinat  ons 
conducted  by  the  regents,  also  credentials 
or  degrees  conferred  on  examination. 

Extension — including  summer,  vacation, 
evening  and  correspondence  schools  and 
other  forms  of  extension  teaching,  lecture 
courses,  study  clubs,  reading  circles  and 
other  agencies  for  the  wider  oxtens:  o of 
opportunities  for  education  for  those  u.:. able 
to  attend  the  usual  teaching  ins  titutioixs 
State  library — including  general, law,  med 
ical  and  education  libraries,  library  school, 
bibliographic  publications,  lend  ing  books  to 
students  and  similar  library"  interests. 

Public  libraries  division . To  pro  i n ope  . 
the  library  interests  of  the  .state,  which 
through  it  apportions  and  expends  over 
$40,000  a year  for  free  pubkic  libraries. 
Traveling  libraries  are  lent  to  local  libraries 
or  communities  not  yet  having  libraiie&fH 
Duplicate  division . State  clearing  hoi  se, 
in  which  University  institutions  may  ex- 
change books  or  apparatus. 

State  museum — including  all  scientmc 
specimens  and  collections,  works  of  aX^  | 
objects  of  historic  interest  and  siiri  ia^ 
property  appropriate  to  a genetal  museum, 
if  owmed  by  the  state  and  not  placed  in  othef 
custody  by  a specific  law;  also  the  research’ 
department  and  all  similar  scientific  . cr- 

ests of  the  University. 


U niversity 
of  the 

State  of  New  York 


Hand,  book: 


New  York  State 

library  school 

Albany,  N.  Y. 

November  1897 

__ 

CONTENTS 

delations  to  New  York  library  system  . 3 

rigin  and  object  

Development 11 

Relations  to  American  library  association  12 


Faculty.  . 22 

Course  and  expenses 23 

Methods  of  study 42 

Outline  of  course 49 

Credentials  and  degrees ^7 

Summer  and  correspondence  courses  . . 71 

Alumni  association * 7^ 

Positions 76 


REGENTS 


Anson  Judd  Upson,  D.  D.,  LL.  D.,  L.  H.  D., 

Chancellor 

William  Croswell  Doane,  D.  D.,  LL.  D., 

Vice-Chancellor 

Frank  S.  Black,  B.  A.,  Governor 
Timothy  L.  Woodruff,  M.  A.,  Lieu- 
tenant-Governor ' ) 

JOHN  Palmer,  Secretary  of  State  \ Ex-°ffici°  I 

Charles  R.  Skinner,  M.  A.,  LL.  D., 
Superintendent  of  Public  Instruction 

year  in  order  of  election  by  the  legislature 

1873  Martin  I.  Townsend,  M.  A.,  LL.  D . . Troy 

1874  Anson  Judd  Upson,  D.D.,  LL.D.,  L.H.D., 

Glens  Falls"  - 

1877  Chauncey  M.  Depew,  LL.  D . . . New  Yoryri 
1877  Charles  E.  Fitch,  LL.  B.,  M.  A.,  L.  H.  D.,  w , 

Rochester^ 

1877  Orris  H.  Warren,  D.  D Syracuse ap 

1878  Whitelaw  Reid,  LL.  D ....  New  York  » 
1881  William  H.  Watson,  M.  A.,  M.  D . . Utica 

1881  Henry  E.  Turner Lowville 

1883  St  Clair  McKelway,  M.  A.,  LL.  D., 

L.  H.  D.,  D.  C.  L Brooklyn  \ 1 

1883  Hamilton  Harris,  Ph.  D.,  LL.  D . . Albany 
1885  Daniel  Beach,  Ph.  D.,  LL.  D . . . Watkins  V 

1888  Carroll  E.  Smith,  LL.  D Syracuse 

1890  Pliny  T.  Sexton,  LL.  D Palmyra 

1890  T.  Guilford  Smith,  M.  A.,  C.  E . . . Buffalo 

1892  Wm.  C.  Doane,  D.  D.,  LL.  D Albany 

1893  Lewis  A.  Stimson,  B.  A.,  M.  D . . New  York 

1894  Sylvester  Malone Brooklyn 

1895  Albert  Vander  Veer,  M.  D.,  Ph.  D . Albany 

1897  Chester  S.  Lord,  M.  A Brooklyn 


Elected  by  the  regents 

1888  Melvil  Dewey,  M.  A.,  Secretary  . . Albany 


University  of  the  State  of  New  York 

New  York  State  Library  School 


Relations  to  New  York  library  system. 
While  the  University  of  the  State  of  New 
York,  incorporated  May  i,  1784,  is  a super- 
visory and  administrative,  not  a teaching 
body,  a brief  statement  will  show  that 
the  Library  school  was  an  essential  factor 
in  the  new  work  undertaken  at  the  time  o 
the  reorganization  of  the  University  in  1889. 
The  regents  of  the  University  were  made 
sole  trustees  of  the  state  library  m 1844  and 
bv  the  new  University  law  are  made  dis- 
tinctly responsible  for  the  library  interests 
of  the  state.  When  they  undertook  the 
necessary  study  of  the  problem,  they  foun 
that  New  York  had  led  all  the  states  m car- 
ing for  that  education  which  can  be  given  to 
the  people  at  large  only  through  public 
libraries.  In  1S3S  it  established  the  district 
library  system,  and  its  example  was  followed 
by  20  other  states.  The  system  seemed  to 
flourish  for  15  years,  at  the  end  of  which 
there  were  1,600.000  volumes  in  the  district 
libraries.  Decline  began  with  the  changes 
in  rules  made  at  the  time  of  the  establish- 
ment of  the  department  of  public  mstruc- 
) tion,  by  which  the  system  was  administered. . 


Room  35  Central  reference  room,  looking  north 


Library  School 


5 


$55,000  a year  had  been  appropriated  for 
these  libraries  from  the  first,  but  the 
number  of  volumes  which  should  have 
steadily  increased  with  wise  use  of  the 
$2,000,000  appropriated  during  40  years 
actually  fell  one  half.  Careful  examination  ’ 
of  the  causes  shows  clearly  that  this  com- 
parative failure  was  due  to  lack  of  proper 
administration,  and  that  if  the  taxpayers’ 
money  was  to  do  its  full  work  there  must  be 
systematic  training  in  the  elements  of  libra- 
rianship  for  those  who  were  to  carry  on  this 
important  form  of  educational  work.  Act- 
ing on  this  conviction,  the  regents  on 
December  12,  1888  elected  as  director  of  the 
state  library,  to  take  charge  of  the  greatly 
increased  library  interests  of  the  University, 
the  chief  librarian  of  Columbia  college, 
largely  because  of  his  interest  in  general 
library  work  which  had  led  Columbia  to 
offer  some  of  the  essential  library  training 
for  which  the  state  thus  far  had  made  no 
provision  in  its  public  library  system. 

Such  training  could  clearly  be  best  and 
most  economically  given,  not  at  a college, 
but  in  the  state  library  and  in  daily  commu- 
nication with  the  department  intrusted  with 
the  administrative  library  work  of  the  state. 


Room  35  Telephone  closet  and  card  catalog 


Library  School 


7 


Thus  in  the  library  held  the  state  must 
repeat  its  experience  with  the  public  schools, 
from  which  no  satisfactory  results  could  be 
had  in  spite  of  great  appropriations  till 
normal  schools  and  academic  training  classes 
were  established  to  prepare  teachers  for 
their  work.  The  law  as  it  stands  in  the  last 
revision  under  which  the  regents  carry  on 
this  work  is : 

§ 48  Advice  and  instruction  from  state 
library  officers.  The  trustees  or  librarian  or 
any  citizen  interested  in  any  public  library 
in  this  state  shall  be  entitled  to  ask  from  the 
officers  of  the  state  library  any  needed  advice 
or  instruction  as  to  a library  building,  furni- 
ture and  equipment,  government  and  ser- 
vice, rules  for  readers,  selecting,  buying, 
cataloging,  shelving,  lending  books,  or  any 
other  matter  pertaining  to  the  esta  blishment, 
reorganization  or  administration  of  a public 
library.  The  regents  may  provide  for  giv- 
ing such  advice  and  instruction  either  per- 
sonally or  through  printed  matter  and  cor- 
respondence, either  by  the  state  library  staff 
or  by  a library  commission  of  competent 
experts  appointed  by  the  regents  to  serve 
without  salary.  The  regents  may,  on  re- 
quest, select  or  buy  books,  or  furnish  instead 
of  money  apportioned,  or  may  make  ex- 
changes and  loans  through  the  duplicate 
department  of  the  state  library.  Such  assist- 
ance shall  be  free  to  residents  of  this  state  as 


8 University  of  the  State  of  New  York 


far  as  practicable,  but  the  regents  may,  in 
their  discretion,  charge  a proper  fee  to  non- 
residents or  for  assistance  of  a personal  na- 
ture or  for  other  reason  not  properly  an  ex- 
pense to  the  state,  but  which  may  be  author- 
ized for  the  accommodation  of  users  of  the 
library. — Laws  of  1892,  ch.  378 

Origin  and  object.  On  May  7,  1883,  Presi- 
dent P • A.  P.  Barnard  submitted  to  the 
trustees  of  Columbia  college  the  proposition 
of  their  chief  librarian,  Melvil  Dewey,  to 
open  a school  for  training  librarians.  Ex- 
tracts below  show  the  reasons  for  that  pro- 
posal. 

“'In  the  past  few  years  the  work  of  a 
librarian  has  come  to  be  regarded  as  a dis- 
tinct profession,  affording  opportunities  of 
usefulness  in  the  educational  field  inferior 
to  no  other,  and  requiring  superior  abilities 
to  discharge  its  duties  well.  The  librarian 
is  ceasing  to  be  a mere  jailer  of  books,  and 
is  becoming  an  aggressive  force  in  his 
community.  There  is  a growing  call  for 
trained  librarians  animated  by  the  modern 
library  spirit,  A rapidly  increasing  number 
of  competent  men  and  women  are  taking  up 
the  librarian’s  occupation  as  a life  work. 
Thoughtful  observers  say  that  public  opin- 
ion and  individual  motives  and  actions  are 


Library  School 


9 


influenced  not  so  much  by  what  is  uttered 
from  the  rostrum  or  the  pulpit  as  by  what 
is  read,  that  this  reading  can  be  shaped  and 
influenced  chiefly  and  cheaply  only  through 
the  library,  and  therefore  that  the  librarian 
who  is  master  of  his  profession  is  a most 
potent  factor  for  good. 

“In  our  colleges  every  professor  and  every 
student,  in  whatever  department,  necessa- 
rily bases  most  of  his  work  on  books,  and  is 
therefore  largely  dependent  on  the  library. 

“ Recognizing  the  importance  of  this  new 
profession  and  the  increasing  number  of 
those  who  wish  to  enter  it,  we  are  con- 
fronted by  the  fact  that  there  is  absolutely 
nowhere  any  provision  for  instruction  in 
either  the  art  or  science  of  the  librarian’s 
business.  Prominent  library  officials  tell  us 
that  it  is  no  uncommon  occurrence  for  young 
men  and  women  of  good  parts,  from  whom 
the  best  work  might  fairly  be  expected,  to 
seek  in  vain  for  any  opportunity  to  fit  them- 
selves for  this  work.  It  is  simply  impossible 
for  the  large  libraries  to  give  special  atten- 
tion to  training  help  for  other  institutions. 
Each  employee  must  devote  himself  to  the 
one  part  of  the  work  that  falls  to  his  share, 
so  that  he  can  know  little  of  the  rest,  except 


io  University  of  the  State  of  New  York 


what  he  may  learn  by  accidental  and  partial 
absorption  of  methods.  There  is  a constantly 
increasing  demand  for  trained  librarians 
and  catalogers,  and  there  is  no  place  where 
such  can  be  trained.  A limited  number 
may  be  here  and  there  found  who  have 
had  experience  in  certain  parts  of  library 
work,  but  few  who  have  been  systematically 
trained  in  any  one  thing,  and  fewer  still 
who  have  had  such  training  in  all.  The 
few  really  great  librarians  have  been  mainly 
self-made,  and  have  attained  their  eminence 
by  literally  feeling  their  way  through  long 
years  of  darkness. 

‘ ‘ Such  a school  is  called  for,  not  only  by  the 
inexperienced  who  wish  to  enter  on  library 
work,  but  by  a growing  number  of  those 
already  engaged  in  it.  Of  the  5000  public 
librarians  in  the  United  States,  not  a few 
would  gladly  embrace  such  an  opportunity 
to  bring  themselves  abreast  of  modern 
library  thought  and  methods;  and  their 
employers  would  find  it  economy  to  grant 
the  necessary  leave  of  absence.  If  it  be 
true,  as  is  so  often  stated,  that  10,000  vol- 
umes cataloged  and  administered  in  the 
best  way  are  more  practically  useful  than 
30,000  treated  in  an  unintelligent  or  ineffi- 


Library  School 


ii 


cient  manner,  then  it  is  of  the  greatest  im- 
portance to  advance  by  every  possible 
means  the  general  standard  oi  library  work 
throughout  the  country.” 

This  proposal  resulted  after  a year’s  care- 
ful consideration  in  a vote  establishing  the 
Columbia  college  school  of  library  economy 
under  direction  of  the  chief  librarian,  who 
was  made  professor  of  library  economy. 

Development.  The  school  was  opened 
January  5,  1887,  as  an  experiment,  with  a 
class  of  20,  though  the  limit  was  first  set  at 
10.  On  petition  of  the  class,  a fourth  month 
was  added  to  the  three-months  course  in 
library  economy  first  announced;  and  at  its 
end  most  of  the  class  enrolled  for  the  second 
year  then  offered,  while  some  asked  for  a 
third  year.  Experiment  thus  proved  the 
demand  for  this  technical  training  to  be  not 
only  larger  than  had  been  realized  but  also 
for  broader  and  more  thorough  work  than 
that  originally  planned. 

Beginning  with  the  second  year,  while  the 
short  course  was  practically  maintained  for 
those  who  could  do  no  more,  the  full  annual 
session  was  extended  from  four  to  seven 
months  and  the  course  broadened  in  both 
library  economy  and  bibliography.  The 


12  University  of  the  State  of  New  York 


second  or  senior  year  offered  study  and 
training  in  higher  grades  of  work  with  a 
review  of  the  junior  course. 

The  school  was  continued  at  Columbia 
till  April  i,  1889  when  by  agreement  be- 
tween the  Columbia  trustees  and  the 
regents  of  the  University,  it  was  transferred 
to  the  state  library  at  Albany  with  its  fac- 
ulty, books,  pamphlets,  illustrative  collect 
tions  and  all  special  matter  accumulated  for 
its  use.  From  the  time  of  the  transfer,  the 
school  has  steadily  increased  its  require- 
ments for  admission  and  the  extent  and 
thoroughness  of  its  teaching. 

RELATIONS  TO  AMERICAN  LIBRARY 
ASSOCIATION 

This  national  organization  includes  nearly 
all  prominent  American  librarians  and  fully 
represents  general  library  interests.  While 
the  school  has  no  organic  connection  with  it, 
the  great  importance  of  library  training  has 
led  to  the  appointment  every  year  of  a com- 
mittee to  visit  the  school,  study  its  workings 
and  report  to  the  next  meeting  the  frank 
opinions  of  disinterested  experts  of  recog- 
nized position  in  the  profession  as  to  the 
value  of  its  work. 

A few  extracts  from  these  reports  in  the 


Library  School 


13 


official  proceedings  are  given  to  show  how' 
the  school  has  from  the  first  had  the  strong- 
est interest,  sympathy  and  support  from 
the  American  association  as  well  as  from 
the  leading  individual  libraries  and  libra- 
rians. A corresponding  interest  has  been 
shown  in  other  countries,  notably  in  Great 
Britain,  Italy,  Germany  and  France,  where 
efforts  are  making  to  secure  similar  profes- 
sional training. 

Thousand  Islands  meeting,  1887.  S:  S. 

Green,  public  librarian,  Worcester,  Mass., 
reported  for  the  committee  on  the  school: 

“ Hearty  thanks  from  the  librarians  of  the 
United  States  and  from  all  friends  of  libra- 
ries and  of  education  in  this  country  are  due 
to  Mr  Melvil  Dewey  for  the  strenuous  efforts 
which  he  has  made  to  establish  a school  of 
library  economy. 

“Before  he  entered  upon  that  undertaking, 
we  had  incurred  a heavy  weight  of  obliga- 
tion because  of  his  enthusiastic  and  well- 
directed  efforts  to  bring  about  an  organiza- 
tion of  the  librarians  of  the  United  States, 
and  to  found  the  Library  journal , and  for 
numerous  and  fruitful  suggestions  in  regard 
to  the  management  of  libraries . 

“ I was  delighted  with  what  I saw  at  the 


14  University  of  the  State  of  New  York 


school.  The  director,  teachers,  and  pupils, 
all  engaged  in  the  work  of  the  school  with 
manifest  enthusiasm.  Energy  and  wisdom 
were  apparent  in  administration.  The  in- 
struction given  was  thorough,  and  liberal. 
The  devotion  of  the  scholars  was  remark- 
able, and  their  intelligence,  capacity,  and 
preliminary  general  education  very  notice- 
able.’’ 

Mr  W:  E . Foster,  public  librarian,  Provi- 
dence, R.  I.,  stated  that  the  school  had  in  its 
very  first  year  closely  approximated  to  the 
conception  presented  as  desirable  in  ad- 
vance, and  that  its  “spirit”  was  not  merely 
one  of  enthusiasm,  but  of  complete  devo- 
tion to  the  work,  as  shown  in  many  ways ; 
notably  in  the  refusal  of  library  positions 
by  some  pupils  in  order  to  complete  their 
course,  in  the  pupils’  petition  for  an  exten- 
sion of  the  term,  and  in  their  evident  prefer- 
ence for  the  school  and  its  discipline  over 
the  various  attractions  of  the  city ; and  that 
the  whole  aspect  was  very  promising  for 
the  future. 

Miss  Hannah  P.  James,  librarian  Oster- 
hout  free  library,  Wilkes-Barre,  Pa.,  of  the 
committee  reported: 

‘ ‘ What  specially  impressed  me  at  the 


Room  38  Second  law"reading  room.  Vista  looking  south  through  eight  rooms 


1 6 University  of  the  State  of  Neva  York 


school,  apart  from  the  enthusiasm  of  the 
students,  which  was  almost  phenomenal, 
was  the  breadth  of  the  teaching  which  was 
aimed  at.  Not  only  was  library  work  of 
every  description,  from  the  minutest  detail 
to  the  broadest  generalization,  carefully  con- 
sidered, but  the  utmost  pains  were  taken  that 
no  one  system  should  be  taught  exclusively. 

‘ ‘ The  Dewey  system  was  taught  as  a mat- 
ter of  course,  but  all  other  systems  had  a 
fair  and  candid  hearing3  and  the  students 
were  constantly  obliged  to  do  their  own 
thinking,  and  arrive  at  their  own  conclu- 
sions after  a fair  exposition  and  discussion 
of  other  methods  had  been  presented  by 
different  visiting  librarians. 

“ No  more  delightful  task  ever  fell  to  me 
than  to  speak  on  library  work  to  a class 
of  such  eager,  interested  listeners,  and  I 
know  I only  voice  the  experience  of  others 
in  saying  so.  The  many  questions  asked 
concerning  the  methods  I had  touched  on 
were  so  direct  and  practical  as  to  show  the 
excellence  of  the  training  and  the  earnest- 
ness of  the  students. 

“ I felt  that  a grand  and  needed  work  was 
well  begun,  and  that  the  aim  of  the  school 
was  in  the  right  direction , 


Library  School 


i7 


“The  school  will  continue  to  be  of  the 
utmost  practical  value,  and  its  establish- 
ment marks  the  beginning  of  new  life  and 
zeal  in  library  administration/’ 

St  Louis  meeting  1889.  W:  E.  Foster, 
public  librarian,  Providence,  R.  I,,  said, 
“ Nowhere  is  a soberer  view  taken  of  library 
methods  and  responsibilities.  The  school 
has  been  fortunate  in  its  material  from  the 
beginning.  There  is  an  intelligent  set  of 
minds,  ability  to  learn,  and  the  students 
show  a perfect  grasp  of  the  situation.  An 
important  change  puts  it  on  a firmer  basis 
and  I would  suggest  that  we  express  recog- 
nition of  this  fact.” 

The  committee  on  resolutions  introduced 
the  following  which  was  unanimously 
adopted: 

Resolved , That  the  American  Library 
association  hereby  expresses  its  high  appre- 
ciation of  the  action  of  the  regents  of  the 
University  of  the  State  of  New  York,  in 
continuing  the  school  of  library  economy; 
and  with  a desire  to  aid  in  securing  the 
greatest  efficiency  of  the  school,  the  library 
association  appoints  a committee  of  three  as 
a committee  of  correspondence  with  the 
authorities  of  the  school.  Said  committee  is 
hereby  instructed  to  inquire  in  what  way 
they  can  be  of  service  in  promoting  the 


1 8 University  of  the  State  of  New  York 


objects  for  which  the  school  is  conducted, 
and  to  render  such  service  to  the  extent  of 
their  power. 

San  Francisco  meeting,  1891.  Frank 
P.  Hill,  public  librarian,  Newark,  N.  Je, 
reported  as  follows  : 

“ What  the  school  does 

“ i It  offers  the  aspirants  for  library 
honors  the  same  opportunities  granted  the 
lawyer,  the  doctor,  the  minister,  each  in  his 
chosen  profession.  The  students  have  a 
well  defined  purpose  in  view  and  intend 
to  carry  it  out. 

“ 2 It  brings  together  those  who  are  inter- 
ested in  the  subject.  The  very  elect  go 
there.  No  drones  are  admitted,  or,  if  they 
do  get  in,  soon  find  the  pace  too  fast  and 
quietly  retire. 

“ 3 It  starts  and  educates  the  pupils  in  the 
right  way,  and  prepares  them  for  the  real 
work  which  begins  in  the  library  proper. 

“4  The  course  of  training  gives  the  pupils 
an  insight  into  the  most  approved  methods 
of  management  and  systems  of  classification 
adopted  by  the  larger  libraries  in  the 
country;  and  by  occasional  visits  to  the 
library  centers  they  are  enabled  to  see  how 


Library  School 


*9 


the  work  is  carried  on.  So  when  the  gradu- 
ates go  forth,  they  are  not  wedded  to  one 
particular  theory,  but  are  prepared  to  grasp 
any. 

“5  It  keeps  librarians  and  assistants  on 
their  mettle  all  the  time.  They  don’t  want 
the  school  to  get  ahead  of  them.  One  good 
Library  school  woman  will  put  more  snap 
into  a staff  than  any  amount  of  scolding, 
flattery,  or  A.  L.  A.  conferences. 

“ 6 It  places  library  work  on  a more 
elevated  plane,  by  making  of  it  a recog- 
nized science. 

“7  It  teaches  trustees  and  the  public  to 
have  greater  respect  for  the  calling  of  a 
librarian ; for  they  find  at  the  school  not 
mere  enthusiasts,  but  earnest,  thoughtful, 
far-seeing  students  fully  alive  to  the  re- 
quirements of  the  times,  and  prepared  to 
enter  whole-souled  into  this  great  educa- 
tional work. 

“ 8 It  shows  trustees  where  they  can  find 
competent  employees.  I do  not  mean  to 
say  there  isn’t  good  material  in  the  libraries 
of  to-day;  but  I do  contend  that  there  is  a 
surplus  of  poor  stock  among  us,  and  what- 
ever can  be  done  to  improve  the  quality 
merits  approval. 


20  University  of  the  State  of  New  York 


“ 9 It  has  resulted  in  giving  to  new  libra- 
ries trained  and  competent  people,  who  could 
lay  a good  foundation  and  build  upon  it ; 
and  where  a library  school  pupil  has  been 
put  in  charge  of  an  old  library  better  service 
has  been  the  outcome. 

“ io  Wherever  its  existence  is  known, 
would-be  applicants  for  library  positions 
are  deterred  from  becoming  candidates. 
Boards  of  trustees  now  recognize  the  fact 
that  local  talent  is  not  always  the  best. 

“ The  time  will  come,  and  that  soon,  when 
trustees  will  no  more  think  of  taking  an 
inexperienced  person  for  librarian  or  assist- 
ant, than  they  would  of  engaging  the  ser- 
vices of  a mining  engineer  to  erect  their 
building.  Before  the  school  was  estab- 
lished trustees  seldom  thought  of  going 
outside  the  city  for  library  help.  They  felt 
they  must  select  some  local  man  or  woman. 
Times  are  better  now. 

‘ F inally : Every  graduate  is  a living  ex- 

ample of  the  usefulness  of  the  Library  school. 

“ Rapid  strides  have  been  taken  since 
1SS7.  Every  year  adds  to  its  reputation, 
and  in  this  success  librarians  rejoice.  The 
school  has  settled  down  to  staid,  definite 
work. 


Library  School 


21 


“ From  inquiries  made  of  other  librarians, 
supported  by  my  own  experience,  it  is  con- 
clusively proved  that  the  pupils,  as  a rule, 
underrate  rather  than  overrate  their  own 
ability. 

“ A few  words  in  the  way  of  criticism:  If 
anything  the  entrance  examinations  are 
too  severe.  Perhaps  not  too  much  so  to 
secure  the  best  material;  but  it  seems  tome 
that  just  as  good  results  might  be  obtained 
with  a little  lower  standard.  For  instance, 
applicants  who  have  had  library  experience, 
and  appear  to  be  imbued  with  the  ‘ ‘ proper 
library  spirit,”  might  be  taken  on  trial  even 
though  they  fail  to  pass  the  examinations, 
for  it  isn’t  always  the  best  educated  person 
who  makes  the  best  librarian.  It  is  quite 
as  necessary  to  know  how  to  meet  and  treat 
people  who  visit  the  library  as  to  know 
books ; and  the  former  is  as  hard  for  some 
to  learn  as  is  the  latter  for  others.  A happy 
medium  is  desirable. 

‘ ‘ To  librarians  I would  say : Steer  clear  of 
the  Library  school  unless  you  are  as  enthu- 
siastic as  the  instructors  and  pupils,  and 
are  fully  prepared  to  answer  all  manner 
of  questions. 

“ In  my  judgment  the  school  is  here  to 


22  Universiiy  of  the  State  of  New  York 


stay,  and  will  continue  to  increase  in  use- 
fulness until  it  shall  be  recognized  and  ac- 
cepted by  the  great  brotherhood  of  libra- 
rians and  the  community  at  large,  as  the 
most  powerful  agent  in  shaping  successful 
library  workers.” 

FACULTY 

Melvil  Dewey,  M.  A.,  director.  Library 
economy,  1884- 

Mrs  Salome  Cutler  Fairchild,  B.  L.  S. 
(N.  Y.)  vice-director.  Cataloging,  loan 
systems,  reading,  1887- 

Florence  Woodworth,  director' s assist- 
ant, 1889- 

W alter  Stanley  Biscoe,  M.  A.  Bibliogra- 
phy, classification,  history  of  libraries,  1887- 
Ada  Alice  Jones,  secretary  of  faculty. 
Advanced  cataloging,  1889- 

Dunkin  Van  Rensselaer  Johnston,  M.  A. 
Reference  work,  binding,  1890- 

MAY  Seymour,  B.  A.  Library  printing 
and  editing,  1890- 

Edith  Davenport  Fuller.  Dictionary 
cataloging,  1894- 

William  Reed  Eastman,  M.  A.,  B.  L.  S. 
(N.  Y.)  Library  buildings,  1895- 

Martha  Thorne  Wheeler,  Indexing, 
1895- 


Library  School 


23 


COURSE  AND  EXPENSES 

General  plan.  The  library  school,  like 
law  and  medical  schools,  offers  only  a 
technical  course,  presupposing  college  train- 
ing, and  often  following  years  of  active  work. 
It  therefore  confines  itself  strictly  to  its 
peculiar  work,  making  no  attempt  to  give 
general  culture  or  supply  deficiencies  in 
earlier  education.  Incidental  instruction  in 
language,  literature,  history,  science  or  art, 
is  limited  to  what  the  librarian  must  know 
to  do  his  technical  work  intelligently. 

Not  only  are  the  subjects  studied  closely 
limited  by  the  end  in  view,  but  the  methods 
have  less  of  the  usual  text-book  and  recita- 
tion, and  more  of  systematic  apprenticeship 
in  which  every  effort  is  made  to  advance 
the  learner  rapidly  rather  than  to  keep  him  an 
apprentice  as  long  as  possible.  Its  students 
are  thoroughly  in  earnest,  anxious  to  profit 
by  every  opportunity,  and  therefore  do  not 
need  the  same  influences  to  secure  effective 
work  that  are  used  with  younger  pupils. 

Preparation  recommended  for  librarian- 
ship.  1 Completion  of  a full  high  school 
course.  This  is  the  minimum  even  for 
students  not  candidates  for  graduation. 


24  University  of  the  State  of  New  York 


The  school  in  February,  1891,  decided  to 
refuse  its  instruction  to  those  lacking  this 
minimum  of  general  education.  Since  that 
time  other  professional  schools  have  adopted 
the  same  standard.  Librarianship,  much 
more  than  law  or  medicine,  demands  gen- 
eral preliminary  education,  and  it  is  folly 
for  any  one  to  think  of  entering  even  its 
subordinate  positions  before  completing  a 
full  high  school  course. 

2 Completion  of  a four  years’  course  in 
one  of  the  best  colleges.  A second,  third 
or  even  fourth-rate  college  is  better  than 
none,  but  no  more  time  and  little  more 
money  are  necessary  in  one  of  the  few  col- 
leges thoroughly  equipped  than  in  one  of 
the  hundreds  that  are  really  little  better 
than  high  schools.  It  is  doubly  important 
to  select  the  best,  as  the  object  of  this 
course  is  the  broadening  effect  of  col- 
lege residence  as  much  as  the  opportunity 
for  study  under  good  instruction.  If 
quite  impracticable  to  complete  the  full 
college  course,  candidates  should  stay  as 
long  as  possible.  The  library  school  re- 
quires from  its  regular  students  two  years 
of  college  work  as  a minimum  of  general 
education.  It  is  possible  to  take  these 


Library  School 


25 


studies  at  home  or  under  private  instruc- 
tion, but  this  is  highly  undesirable  as  the 
very  great  advantages  of  college  residence 
are  thus  lost. 

In  college  the  chosen  profession  should 
influence  the  election  of  subjects;  for  gen- 
eral library  work  the  most  important 
are  literature,  history,  social  and  economic 
sciences,  and  in  languages,  German,  French, 
Latin  and  Italian  in  the  order  named. 
In  modern  languages  rapid  and  easy  trans- 
lation is  much  more  important  to  a librarian 
than  philologic  and  grammatical  refine- 
ments. As  for  other  subjects,  the  librarian, 
more  than  any  one  else,  needs  to  know  a 
little  of  everything,  and  may  wisely  elect  a 
greater  variety  than  ordinary  students.  He 
should  not  forget,  however,  that  thorough 
study  of  a few  subjects,  specially  in  the 
earlier  years,  will  teach  him  methods  and 
give  him  mental  training  and  habits  that 
will  best  enable  him  to  gain  familiarity 
with  many  other  subjects  after  graduation. 

3 The  two  years’  library  school  course  of 
lectures,  reading,  problems,  seminars, 
object  teaching  and  visits,  with  actual 
experience  in  doing  the  various  kinds  of 
work  necessary  in  every  considerable 


26  University  of  the  State  oj  New  York 


library.  This  apprenticeship  gives  a prac- 
tical appreciation  of  the  real  nature  of  the 
work  not  otherwise  to  be  obtained  by  any 
amount  of  study,  reading,  lectures  or  obser- 
vation. 

As  with  the  college  course,  an  inferior 
substitute  is  better  than  nothing  and  those 
who  can  not  take  the  regular  course  in  the 
school  should  attend  the  summer  class  and 
carry  on  the  correspondence  work  under 
direction  of  the  school.  It  is  doubly  impor- 
tant that  those  in  the  correspondence  class 
or  studying  privately  should  attend  the 
summer  class,  where  they  can  meet  the  teach- 
ers personally,  discuss  topics  with  other 
students  and  have  for  a few  weeks  the 
advantages  of  the  school’s  peculiar  experi- 
ence in  teaching  these  new  subjects  and  of 
its  unequaled  collection  of  illustrative  mater- 
ial essential  to  the  most  intelligent  work. 

4 Experience.  The  faithful  student  who 
has  in  this  way  spent  two  years  in  training 
should  then  be  ready  to  begin  a successful 
career.  With  such  a start  he  will  add  al- 
most daily  some  new  experience  to  increase 
his  value.  While  having  very  great  ad- 
vantages over  those  without  a technical 
education,  the  graduates  of  the  library 


Lib r ary  School 


27 


school  are  no  more  prepared  to  take  their 
places  at  once  on  a par  with  librarians  of  long 
experience,  than  the  recent  graduate  of  a 
medical  or  law  school  is  prepared  at  once  to 
undertake  the  great  cases  or  difficulties  of 
his  chosen  profession.  As  a rule,  the  young 
librarian  may  wisely  follow  the  example  of 
the  young  lawyer  and  secure  the  position  of 
an  assistant  to  an  older  member  of  recog- 
nized standing  in  his  profession.  But  these 
two  years  given  to  study  should  enable  a 
promising  candidate,  after  having  taken  this 
subordinate  position,  to  grow  to  something 
higher  with  a rapidity  and  certainty  not  to 
be  expected  from  one  who  had  not  had  these 
unusual  opportunities  for  laying  a deep  and 
broad  foundation,  and  for  acquiring  the 
inspiration  and  momentum  essential  to  the 
most  successful  start  in  one’s  chosen  life 
work. 

Admission.  Candidates  must  be  not 
less  than  20  years  of  age,  and  of  recognized 
fitness  and  character.  Graduates  of  regis- 
tered colleges  may  be  admitted  with- 
out examination  as  to . general  scholar- 
ship, but  will  be  examined  in  German, 
French  or  any  other  subject  required  by 
the  entrance  examination,  in  which  they 


2S  University  of  the  State  of  New  York 


may  be  deficient.  Only  those  holding 
regents  diplomas a or  who  are  graduates 
of  high  schools  or  academies  registered  by 
the  regents  as  maintaining  a proper  aca- 
demic standard  are  admitted  to  entrance 
examinations. 

As  every  law,  medical  or  dental  student  in 
the  state  must  have  a regents  certificate  of 
general  preliminary  education,  and  as  these 
students  come  from  all  parts  of  the  world, 
the  regents  list  of  registered  schools  and 
colleges  is  very  large.  Any  really  good 
institution  will  be  registered  if  the  required 
evidence  as  to  its  standing  is  submitted. 

While  a college  education  is  important  as  a 
preparation,  it  is  not  yet  required  in  all  cases. 
Many  of  the  most  successful  librarians  have 
not  been  college-bred,  and  exaction  of  a 
degree  for  admission  might  shut  out  many 
whose  work  hereafter  would  be  most  credit- 


a These  diplomas  are  issued  to  those  who  pass 
examinations  on  subjects  equivalent  to  a full  high 
school  course.  Candidates  who  have  never  grad- 
uated from  a high  school  must  therefore  be  exam- 
ined on  these  studies  and  secure  the  regents 
diploma  before  they  can  be  admitted  to  the  library 
school  entrance  examinations.  Full  details  of  the 
regents  academic  examinations  system  will  be 
found  in  the  handbook,  to  be  had  free  on  applica- 
tion to  the  Examination  department,  University 
of  the  State  of  New  York,  Albany,  X.  Y. 


Library  School 


29 


able.  Still  college-bred  candidates  are 
strongly  preferred  because: 

1 They  are  a picked  ^lass  selected  from 
the  best  material  throughout  the  country. 

2 College  training  has  given  them  a 
wider  culture  and  broader  view  with  a con- 
siderable fund  of  information,  all  of  which 
is  valuable  working  material  in  a library  as 
almost  nowhere  else. 

3 A four  years’  course  successfully  com- 
pleted is  the  strongest  voucher  for  per- 
sistent purpose  and  mental  and  physical 
capacity  for  protracted  intellectual  work. 

4 Experience  proves  that  the  discipline  so 
gained  enables  the  mind  to  work  with  a 
quick  precision  and  steady  application  rarely 
found  m one  who  lacks  this  thorough  college 
drill. 

Application  for  admission  should  be  made 
as  early  as  practicable  on  the  blanks  pro 
vided.  The  sole  purpose  of  the  school  being 
to  advance  library  interests  and  elevate  the 
profession,  the  number  of  admissions  to  the 
regular  class  from  each  year’s  applicants  is 
closely  limited  to  those  who  give  best  evi- 
dence of  fitness  to  meet  satisfactorily  the 
demands  of  their  chosen  life  work. 

Experience  proves  it  very  difficult  for 


30  University  of  the  State  of  New  York 


students  to  enter  after  the  opening  of  the 
year  and  successfully  make  up  the  required 
work.  Hereafter  no  candidate  will  be  admit- 
ted except  on  the  day  fixed,  unless  he  first: 

1 Passes  the  required  examinations,  pay- 
ing personally  the  extra  cost  of  the  needed 
special  examination. 

2 Employs  a tutor  at  one  dollar  a day  for 
the  private  instruction  necessary  before  he 
can  take  the  regular  class  work  successfully. 

3 Gives  evidence  of  strength  and  ability 
to  make  up  successfully  for  the  time  lost. 

Admission  to  senior  class.  An  impor- 
tant change  of  policy  went  into  effect 
October  1896,  by  which  completion  of  junior 
work  does  not  necessarily  imply  admission 
to  the  senior  class.  Henceforth  class  work 
and  examinations  and  those  personal  quali- 
fications which  make  or  mar  success  will  be 
weighed,  and  only  those  who  seem  likely  to 
render  important  service  in  the  library  pro- 
fession will  be  received  for  the  second  year. 

Preparation  in  English.  With  the  class 
entering  in  1895  the  requirements  in  Eng- 
lish were  materially  strengthened.  The 
regents  ordained  that  no  credential  should  • 
be  issued  by  the  University  to  a candi- 
date seriously  defective  in  his  use  of  the 

0/ 


Library  School 


3i 


mother  tongue,  unless  stamped  across  its 
face,  “Deficient  in  English.”  The  school 
is  unwilling  that  its  graduates  should  dis- 
credit themselves  and  their  teachers  by 
using  incorrect  English  in  articles,  reports, 
bulletins  or  correspondence,  however  credit- 
able may  be  their  knowledge  of  bibliogra- 
phy, library  economy  and  cataloging.  No 
separate  admission  examination  in  English 
is  given,  but  any  student  whose  papers  on 
other  subjects  or  later  work  in  the  school 
shows  defective  training  in  English  will  be 
required  to  make  good  the  deficiency  before 
graduation.  Every  candidate  should  have 
had  at  least  the  English  represented  by  the 
regents  academic  examination  in  first,  sec- 
ond and  third  year  English,  of  which 'details 
are  given  in  the  Academic  syllabus  to  be 
had  for  25  cents  from  the  Examination  de- 
partment, University  of  the  State  of  New 
York,  Albany,  N.  Y. 

Subjects  for  entrance.  Candidates  are 
examined  in  literature,  history,  general 
information,  and  in  first  yeara  German, 

a By  a year’s  work  in  any  subject  is  meant  w'hat 
should  be  accomplished  by  an  average  student 
pursuing  it  as  one  of  the  three  daily  studies  during 
a school  year  of  40  weeks.  A full  year’s  work  is 
• therefore  12  counts. 


32  University  of  the  State  of  New  York 


first  y^ear  French  and  in  a third  year  of 
language  work,  which  may  at  the  candi- 
dates’ option  be  second  year  German,  second 
year  French  or  one  year  of  any  other  foreign 
language.  Entrance  examinations  aggre- 
gate 24  counts a and  assume  that  besides 
completing  a high  school  course  or  its 
equivalent,  candidates  have  done  at  least 
two  years’  advanced  work. 

Entrance  requirements  have  been  in- 
creased because  the  library  public  demands 
and  is  willing  to  pay  for  better  preparation. 
The  average  salary  received  by  graduates 
has  increased  50  per  cent  within  five  years, 
and  candidates  must  have  greater  maturity 
and  fuller  general  education  to  meet  the  in- 
creased demands.  For  those  unable  to 
meet  the  added  requirements  needed  facili- 
ties are  provided  by  the  summer  and  corre- 
spondence courses  and  the  various  library 
schools  and  training  classes  already  estab- 
lished with  graduates  of  the  school  as 
teachers. 

As  there  are  many  more  candidates  than 
the  school  can  pqssibly  admit  it  has  seemed 


a Bv  a “ count  ” is  meant  10  weeks  work  in  one  of 
three  daily  studies. 


Library  School 


33 


just  to  limit  its  unusual  facilities  to  those 
willing  to  make  most  thorough  preparation. 

48  counts  or  a full  high  school  course  is 
required  before  any  candidate  is  admitted 
to  the  examinations,  which  are  based  on  24 
counts  more  or  two  years  of  work  in  advance 
of  high  school  graduation.  The  two  years’ 
course  in  the  library  school  with  thesis  and 
bibliography  aggregates  24  counts  more,  so 
that  no  student  receives  the  diploma  of  the 
library  school  till  he  has  completed  96 
counts,  representing  a total  of  eight  full 
years’  work  in  preparation  for  his  profession 
after  completing  the  grammar  school  course. 

To  become  eligible  for  degrees,  which  are 
conferred  only  on  honor  graduates,  stu- 
dents must  have  passed  three  fourths  of  the 
counts  for  entrance  as  well  as  of  the  school 
course  with  honor ; i.  e.  at  90  per  cent. 

Time  of  entrance  examinations.  These 
are  held  at  the  time  of  the  regular  regents 
examinations  during  the  five  days  ending 
the  third  Friday  in  June,  in  any  of  the  602 
regents  schools  in  New  York  where  there  is 
a candidate. 

Examinations  are  also  held  at  various 
central  points  where  special  examiners  are 


34  University  of  the  State  of  New  York 


appointed,  and  candidates  outside  the  state 
are  notified  two  weeks  or  more  in  advance, 
of  the  nearest  point  where  the  examination 
can  be  taken.  Xo  papers  are  accepted  un- 
less accompanied  by  affidavit  of  an  examiner, 
present  during  the  whole  time,  that  the 
regents’  stringent  rules  were  strictly  en- 
forced 

There  are  no  fees  for  these  examinations 
in  Xew  York,  but  candidates  in  other  states 
pay  $5  each  to  the  local  examiner  to  cover 
part  of  the  extra  expense  involved. 

Special  students^  The  large  number  of 
candidates  who  have  prepared  to  take  the 
full  course  makes  it  difficult  and  often  im- 
possible to  admit  special  students,  but  libra 
rians  or  assistants  of  sufficient  experience 
and  capacity  who  wish  special  instruction 
are  admitted  more  freely  than  other  candi- 
dates. The  largest  liberty  is  accorded  them 
and  they  may  select  lectures  and  instruction 
with  either  or  both  classes,  and  often  accom- 
plish more  in  a given  time  than  regular 
students  because  of  previous  experience  and 
definite  aim.  ( See  also  Summer  a?id  corre- 
spondence classes , p.  71-74=) 

School  year.  The  regular  course  is  two 
college  years  called  junior  and  senior,  each  of 


36  University  of  the  State  of  New  York 


about  38  weeks,  beginning  the  first  Wednes- 
day in  October  and  continuing  till  the 
fourth  Friday  in  June.  The  course  of  study 
is  planned  on  the  basis  of  a continuous 
session  of  five  days  a week,  eight  hours  a 
da)",  or  40  hours  a week  for  38  weeks,  omit- 
ting only  legal  holidays. 

To  each  student  is  given  a private  table 
for  work  and  study,  and  shelves,  pigeon 
holes  and  drawers  for  books,  stationery, 
models,  etc.  All  these  are  available  for 
individual  reading,  study  and  library  work 
from  8 a.  m.  to  10  p.  m.  daily,  thus  making 
private  rooms  for  study  unnecessary. 

Holidays  and  recesses.  There  are  no 
exercises  in  the  school  on  legal  holidays, 
Election,  Thanksgiving,  Christmas,  New 
year’s,  Lincoln’s  birthday,  Washington’s 
birthday  and  Decoration  day,  Monday 
mornings,  or  Saturday  afternoons,  these 
being  left  free  for  individual  or  outside 
work  or  recreation,  though  the  library  is 
open  for  work  from  8 a.  m.  to  10  p.  m. 
every  day  in  the  year  except  Sundays  and 
after  6 p.  m.  on  legal  holidays.  Students  are 
advised  to  limit  their  daily  work  to  -eight 
hours  and  to  give  at  least  one  hour  daily  to 
outdoor  exercise. 


Library  School 


37 


For  the  convenience  of  some  students  who 
prefer  to  work  more  than  five  days  a week 
and  have  their  time  free  during  the  holi- 
days, there  are  no  class  exercises  from 
December  24  to  January  2 inclusive,  this 
time  being  allowed  for  theses,  bibliography, 
practice  work,  study  of  the  school  collections 
and  other  individual  duties.  The  average 
student  will  find  it  necessary,  however, 
to  work  during  these  10  days  or  to  use 
part  of  the  weekly  holiday.  Ten  days 
at  Easter  are  devoted  entirely  to  annual 
visits  to  prominent  libraries  for  compara- 
tive study. 

Vacation  work.  Many  students  find  it 
wise  to  use  one  or  two  of  the  three  summer 
months  in  library  work.  Some  find  tempo- 
rary work  in  other  libraries,  while  others 
prefer  to  get  their  individual  school  work 
well  ahead  in  order  to  profit  more  from  the 
class  work  during  the  regular  session,  for 
every  earnest  student  finds  that  he  can  use 
to  excellent  advantage  much  more  than  the 
time  allotted  to  class  work. 

Fees.  While  the  school  is  distinctly 
authorized  by  lav/  (laws  of  1892,  ch.  378,  §48) 
no  appropriation  has  ever  been  made  for  its 
support.  The  unequaled  facilities  of  the 


3S  University  cf  the  State  of  New  York 


state  library  are  free.  Several  members  of 
the  library  staff  in  addition  to  time  given 
to  the  students  in  exchange  for  their  work 
under  supervision  for  the  state,  have  given 
without  compensation  much  time  out 
of  official  hours,  and  many  of  the  leading 
librarians  of  the  country  have  for  years 
liberally  given  their  services.  The  law 
authorizes  the  regents  to  charge  suitable 
fees  and  to  use  the  receipts  therefrom  for 
the  necessary  extra  expenses,  for  which  no 
other  provision  has  been  made. 

After  careful  computation  of  the  value 
of  students’  services,  payment  is  unevenly 
distributed  because  during  the  first  three 
months  students  are  not  only  unable  to 
render  any  assistance  of  value  to  the  state 
library  but  also  require  more  time  from 
teachers  and  more  individual  correction  of 
exercises. 

The  total  tuition,  lecture  and  incidental 
fees  for  the  entire  course  of  two  years  are: 
for  residents  of  New  York  state  $So,  for 
non-residents  of  the  state  $100.  These 


Library  School 


39 


fees  are  to  be  paid  as  follows:  by  residents 
of  New  York,  $40  in  October  and  $20  in 
January  of  junior  year;  by  non-residents 
of  New  York  state,  $50  in  October  and  $30 
in  January  of  junior  year. 

The  total  fee  for  the  senior  year  both  for 
residents  and  non-residents  is  $20  payable 
in  October. 

In  May  and  June  of  junior  year  and  all 
of  senior  year  the  state  library  work  is  so 
adjusted  as  to  allow  students  to  render 
services  equivalent  to  the  time  spent  by 
staff  and  faculty  in  personal  criticism  and 
supervision,  and  thus  to  apply  the  principles 
studied  and  to  gain  in  actual  library  work 
the  experience  necessary  to  prove  and 
develop  their  judgment  and  capacity.  This 
practical  test  is  a chief  factor  in  determining 
relative  ability  and  placing  each  student 
where  he  is  likely  to  attain  the  highest 
success.  Without  this  practice,  in  which 
cataloging  is  specially  prominent,  indepen- 
dent library  work  could  much  less  safely 
be  undertaken. 


40  University  of  the  State  of  New  York 


Students’  work  for  the  state  library  is  dis- 
tributed as  follows  : 

Junior  year,  Jan.  3 — April  30,  16  weeks, 
one  hour  daily;  May  1 (University  day)  to 
close  of  year,  four  hours  daily,  a total  of 
225  hours. 

Senior  year,  40  weeks,  two  hours  daily, 
or  a total  of  350  hours  after  deducting 
allowances  for  visits,  holidays,  etc. 

Fees  for  short  periods  are  $20  a month 
for  the  lectures  and  instruction  of  the  regu- 
lar class.  For  special  instruction  the  fee 
varies  with  subject  and  length  of  course; 
but  special  instruction  outside  the  class 
exercises  can  not  be  promised.  If  compe- 
tent teachers  are  available,  it  will  be  given 
on  payment  for  the  actual  time  required  at 
the  rate  of  the  annual  salary.  In  other 
words,  the  state  provides  the  library  and  all 
its  facilities  for  the  free  use  of  students, 
but  they  must  pay  for  the  actual  expense  of 
any  personal  instruction  or  assistance. 

Other  expenses.  Suitable  board  and 
rooms  cost  from  $5  to  $9  per  week.  There 
are  no  extras  charged  at  the  school,  and 
really  necessary  incidental  expenses  are 
slight.  Each  student  should  allow  $25  a 
year  for  the  annual  visit  of  the  school  to  the 


Library  School 


4i 


New  York  or  Boston  libraries,  and  $20  a 
year  for  text-books,  note-books,  catalog 
cards  and  various  technical  fittings  and 
supplies  to  be  retained  as  personal  prop- 
erty. 

Outside  and  personal  expenses  vary  with 
circumstances  and  taste.  It  is  very 
desirable  that  each  student  should  improve 
some  at  least  of  the  unusual  opportunities 
for  buying  important  reference  books  and 
aids  at  the  greatly  reduced  prices  conceded 
by  publishers  interested  in  this  work ; but 
all  such  expenses  are  wholly  optional. 

The  most  economical  can  hardly  meet 
necessary  expenses  for  less  than  $300  a year. 

Outside  work.  The  work  of  the  school 
is  exacting  and  taxes  the  full  time  and 
strength  of  the  best  prepared.  Students 
should,  therefore,  make  no  plans  for  outside 
work  during  the  school  year. 

Those  who  prove  their  capacity  in  junior 
year  may  compete  for  the  prize  scholarships, 
and  the  most  successful  graduates  are 
eligible  for  the  prize  fellowships  if  they  wish 
to  continue  their  studies  under  direction  of 
the  faculty  for  a third  year.  ( See  p.  70-71.) 


42  University  of  the  State  of  New  York 


METHODS  OF  STUDY 

Practical  training  is  the  end  sought.  There- 
fore, besides  its  regular  courses  of  instruc- 
tion, lectures  and  reading,  the  school  uses 
seminars,  problems,  study  of  various  libra- 
ries in  successful  operation,  and,  chiefly, 
actual  work  in  a library,  in  such  proportion 
as  experience  proves  will  give  the  best 
results. 

Lectures.  Interest  is  developed,  needed 
inspiration  given,  and  information  otherwise 
inaccessible  is  imparted  in  a series  of  lec- 
tures, supplementing  the  course  of  formal 
instruction,  and  given  by  a select  list  of 
eminent  librarians,  inventors  or  leading 
advocates  of  various  systems  and  theories 
in  library  science,  experienced  educators, 
publishers,  booksellers,  printers,  binders 
and  others  having  allied  interests. 

Reading.  Students  are  directed  to  books, 
pamphlets,  and  articles  in  periodicals  and 
transactions  bearing  on  their  studies  and 
practice,  to  be  found  in  the  very  extensive 
special  library  collected  by  the  school  on  the 
subjects  of  study.  Critical  estimates  of  the 
books,  pamphlets,  and  articles  are  given, 
with  cautions  where  allowance  must  be 


Library  School 


43 


made  for  peculiar  circumstances  of  authors’ 
prejudices.  The  reading  is  followed  by 
reports,  summaries  or  examination. 

Problems.  Through  actual  or  specially 
devised  problems  presenting  difficulties  lia- 
ble to  be  met  in  all  departments — e.  g.  cata 
loging,  indexing,  aiding  readers,  hunting 
down  hard  questions  by  skilful  use  of  bib- 
liographic apparatus  — the  novice  faces  in 
advance  many  puzzling  questions  of  after 
experience,  and  learns  their  true  solution 
without  the  mortification  and  expense  of 
mistakes  in  real  administration. 

As  problems  can  be  made  to  fit  any  re- 
quirements, the  variety  available  is  limit- 
less, and  the  careful  solution,  discussion, 
and  final  criticism  and  suggestions  by  the 
teachers  serve  the  same  purpose  as  a moot 
court  for  a student  of  law.  This  repeated 
study  of  definite  cases  gives  that  self-reli- 
ance without  which  many  able  men  fail  in 
new  undertakings  from  an  unwillingness  to 
trust  their  own  powers. 

Seminars.  The  seminar  method  of  origi- 
nal investigation  is  applied  to  such  library 
topics  as  are  best  treated  in  this  way. 
Teachers  and  students  are  brought  together 
in  these  conferences  for  frequent  and  famil 


44  University  of  ihe  State  of  New  York 


iar  discussion  of  the  subjects  before  the 
school.  Short  original  papers,  summaries 
of  books  and  articles  read,  new  theories  or 
strictures  on  old  ones,  reports  on  libraries 
visited  and  on  their  methods,  discussion  of 
difficulties  in  the  daily  work,  and  in  all 
entire  freedom  of  inquiry  and  criticism, 
make  these  seminars  of  the  greatest  interest 
and  practical  utility. 

Library  work.  Each  student  has  daily 
library  work,  supplementing  the  instruction 
and  lectures  and  carefully  supervised  by 
trained  teachers.  Those  taking  the  full 
course  thus  gain  actual  experience  in  all  the 
varied  duties  of  a great  library,  and  so  far 
as  practicable,  carry  away  tangible  results 
of  their  work,  with  notes  of  criticisms  and 
corrections. 

The  need  of  practice  in  methods  of  smallei 
and  more  popular  libraries  is  met  by  utiliz 
ing  the  smaller  Albany  libraries,  which 
require  economical  management  and  simple 
methods,  and  whose  managers  are  glad  to 
have  them  carried  on  by  the  students  of 
the  school  under  supervision  of  the  faculty. 

Visits  and  quizzes.  Visits  to  libraries 
have  ranked  from  the  first  as  an  important 
feature  of  the  school.  Both  classes  accom- 


Library  School 


45 


panied  by  the  vice-director  spend  io  days 
at  Easter  in  visiting  alternately  the  leading 
libraries  in  Boston  and  New  York  and  their 
immediate  vicinities,  the  many  libraries 
opened  to  the  school  for  such  visits  afford- 
ing an  unequaled  field  for  comparative 
study. 

Points  peculiar  to  certain  libraries  or 
better  studied  there  than  elsewhere  are 
specified  in  advance  and  sets  of  reports,  cat- 
alogs, etc.,  are  provided  by  which  students 
can  prepare  themselves  to  gain  more  from 
the  visit,  and  special  reporters  are  ap- 
pointed on  specific  subjects.  Students  are 
thus  taught  how  to  get  most  quickly  and 
systematically  from  other  libraries  the  les- 
sons they  have  to  teach. 

With  similar  preparation,  there  are  visits 
under  guidance  to  representative  houses, 
where  can  be  learned  to  the  best  advantage 
so  much  as  a librarian  needs  to  know  about 
publishing,  printing,  binding,  illustrating, 
bookselling,  book-auctions,  second-hand 
bookstores,  and  other  allied  business. 

Object  teaching.  Every  article  referred 
to  in  the  lecture  is,  if  practicable,  at  hand 
for  inspection,  and  duplicates  of  blanks, 
forms,  blank-books,  etc.,  enable  each  student 


46  Uiiiversity  of  the  State  of  New  York 


not  only  to  see,  but  also  to  have  a sample  to 
attach  to  his  notes  of  the  use,  merits,  faults, 
and  modifications  desirable  for  various  spe- 
cial uses. 

When  an  article  too  large  or  costly  to  be 
given  as  a sample  is  described,  its  size,  best 
material,  maker,  cost,  etc.,  are  given,  with  a 
cut  to  accompany  the  notes  wherever  desira- 
ble and  practicable,  the  purpose  being  to 
omit  nothing  necessary  to  insure  to  the  least 
experienced  the  most  practical  good  from 
these  suggestions. 

Blackboards  are  freely  used,  and  the  more 
valuable  illustrations,  tables,  diagrams  and 
book  lists  are  printed  or  stenciled  so  as  to 
supply  each  student  with  authentic  copies 
for  his  notes. 

Working  models.  Great  pains  have 
been  taken  to  secure  full-sized  working 
models  of  many  library  fittings  and  appli- 
ances which  can  never  be  fully  understood 
from  descriptions,  pictures,  or  even  small 
models.  Various  kinds  of  shelving  are 
illustrated  by  one  or  more  tiers  so  that 
convenience,  strength,  ease  of  adjustment 
and  interchangeability  can  all  be  reliably 
tested  by  each  student.  In  loan  systems 
students  have  opportunity  actually  to  use 


Library  School 


47 


io  of  the  best  selected  from  home  and  for- 
eign libraries,  outfits  for  which  in  full  size 
are  owned  by  the  school  so  that  books  are 
charged  and  discharged  exactly  as  in  the 
libraries  themselves,  with  the  added  advan- 
tage that  the  different  systems  may  be 
worked  side  by  side  and  every  merit  and 
fault  compared  much  better  than  would  be 
possible  even  by  visiting  the  widely  sepa- 
rated libraries  using  them. 

Study  by  topics.  When  any  subject  is 
under  consideration  all  methods  applicable 
to  its  study  are  used.  By  thus  approaching 
each  subject  on  all  sides  at  once,  it  is  more 
quickly  and  thoroughly  mastered. 

Comparative  study.  While  the  methods, 
fittings,  furniture,  and  technical  appliances 
and  supplies  adopted  for  the  state  library 
have  been  selected  with  great  care  and  with 
the  needs  of  the  school  constantly  m mind, 
it  does  not  teach  simply  these  methods  and 
ideas,  nor  those  of  any  individual  or  class  of 
libraries  or  librarians.  Different  parts  of 
the  state  library  have  been  equipped,  ar- 
ranged, or  treated  each  in  an  approved  form 
different  from  the  others,  in  order  to  give  a 
better  basis  for  thorough  comparative  study 
of  leading  methods.  Library  science  is  in- 


48  University  of  the  State  of  New  York 


terpreted  in  its  broadest  sense,  as  including 
all  the  special  training  needed  to  select,  buy, 
arrange,  catalog,  index,  and  administer  any 
library  in  the  best  and  most  economical  way. 
Students  have  fairly  placed  before  them  all 
methods  approved  in  successful  administra- 
tion, and  are  taught  to  select  or  combine 
from  the  various  plans  what  is  best  adapted 
to  any  circumstances  in  which  they  may  be 
placed.  While  the  great  advantages  of 
specific  directions  are  retained  by  giving 
what  the  teacher  in  each  case  esteems  best, 
the  different  opinions  held  by  others  enti- 
tled to  be  heard  are  carefully  noted  and  dis- 
cussed, and  prominent  advocates  of  differ- 
ent systems  present  their  claims  in  person. 

Educational  relations.  Special  stress  is 
laid  on  teaching  every  student  the  true 
place  of  libraries  and  reading  not  merely  in 
schools,  colleges  and  universities,  but  also  in 
the  broadest  conception  of  education.  The 
library  is  recognized  as  the  corner  stone  of 
educational  work  outside  the  regular  teach- 
ing institutions,  as  the  most  important  fac- 
tor of  the  five  great  elements  of  home  edu- 
cation: libraries,  museums,  extension  teach- 
ing, clubs  and  official  tests  and  credentials; 
and  as  the  needed  center  round  which  all 


Library  School 


4g 


these  interests  should  naturally  group  them- 
selves in  each  community. 

As  New  York  is  the  only  state  which 
maintains  distinct  departments  in  charge  of 
these  newer  educational  interests,  each  class 
is  made  familiar  with  their  methods  and  in- 
terrelations, and  specially  the  features  most 
closely  allied  to  library  work. 

Besides  the  state  library  proper,  with  its 
quarter  million  volumes,  quarter  million 
manuscripts  and  great  pamphlet  collec- 
tions, the  students  have  daily  opportunity 
to  study  the  administration  of  the  capi- 
tol  library,  circulated  among  state  em- 
ployees, and  of  the  nearly  500  traveling 
libraries  which  are  constantly  going  out  for 
the  use  of  villages,  schools,  extension  cen- 
ters, study  clubs,  and  of  the  numerous 
home  libraries  which  supply  the  best  read- 
ing to  the  poor  children  of  the  city  of 
Albany. 

Outline  of  course 

JUNIOR  YEAR 

In  junior  year  little  attention  is  given  to 
comparative  study,  the  time  being  chiefly  de 
voted  to  elementary  courses  on  the  most 
important  subjects  with  the  instruction  and 


50  University  of  the  State  of  New  York 


practice  without  which  students  are  unable 
to  deal  profitably  with  the  broader  senior 
course.  The  distinctively  junior  studies 
are: 

Elementary  cataloging*.  Practice  under 
instruction  and  direct  supervision  in  cata- 
loging prepared  lists  of  books  illustrating 
all  the  main  features  of  cataloging.  Each 
student  keeps  as  a future  help  his  own  com- 
plete catalog  of  300  books,  correctly  ar- 
ranged and  furnished  with  guides. 

Lectures  on  the  following  topics : 

Best  reference  books  for  catalogers. 

Anonyms  and  pseudonyms. 

Catalogs:  systematic  or  logical  subject  catalogs, 
author  catalogs  of  public  and  private  libraries;  old 
book,  auction  and  sale  catalogs;  dictionary  and 
alphabet-classed  catalogs,  etc. 

Catalog  making*  printed,  manuscript,  or  card; 
author,  subject,  title,  classed;  dictionary  or  com- 
bined, catalog  rules;  size  notation;  cooperative 
cataloging;  duplicated  titles,  print  or  photography, 
linotype,  stencils. 

Mechanical  accessories:  cards,  cases  and  fittings, 
drawers,  trays,  blocks,  checks,  guides,  labels,  etc. 
Rudolph  indexer  and  other  patent  devices. 

Elementary  bibliography.  Practical 
bibliographic  experience  in  the  catalog,  *< 
reference  and  order  departments  of  the  state 


Library  School 


5i 


library  in  connection  with  lectures  and 
quizzes  on: — 

Scope  and  utility  of  bibliography. 

General  and  national  bibliographies. 

Trade  bibliography. 

Bibliography  of  special  forms,  anonyms,  pseud- 
onyms, etc. 

Accession  department  work.  Lectures 
and  practice  on : 

Selecting  and  buying  books,  serials,  pamphlets, 
ephemera;  prices,  discounts,  duty  free  importa- 
tion; auctions,  old  book  lists;  sale  duplicates,  ex- 
changes, gifts;  reception,  checking  bills,  collation; 
plating,  pocketing,  embossing,  private  marking; 
accessioning;  order  slips,  index  and  book,  order 
and  serial  blanks. 

Elementary  dictionary  cataloging.  In 

January,  lectures  with  instruction  in  pre- 
paring a dictionary  catalog  of  200-300  books 
covering  all  important  subjects. 

Elementary  classification.  Practice  in 
classing  selected  books  involving  difficulties 
common  to  beginners. 

Classification  on  shelves;  in  catalogs;  in  diction- 
ary catalogs;  systems  of  notation,  figures,  letters 
symbols,  combined;  importance  and  advantages; 
difficulties;  close  vs  broad  classing;  mnemonic 
features;  basis  of  division;  coordination  of  special 
subjects. 


52  University  of  the  State  of  New  York 


Shelf  department  work.  Each  student 
shelf -lists  350  books  and  preserves  the  sheets 
as  revised.  Book  numbers  are  explained 
and  practice  given  in  assigning  them. 

Lectures  on : 

Arrangement  of  shelves;  shelf  numbers;  shelf 
and  book  labels;  fixed  and  relative  locations;  sizes 
on  shelves;  arrangement  and  preservation  of  pub- 
lic documents,  pamphlets,  papers,  manuscripts, 
maps,  drawings,  and  plans,  music,  broadsides, 
clippings;  injuries,  heat,  gas,  insects;  stock  taking; 
shelf-lists. 

Loan  systems.  Ten  representative  loan 
systems  for  public  libraries  are  in  operation 
in  working  models  at  the  school.  These 
were  selected  with  great  care  from  the 
great  number  of  systems  in  use  at  home 
and  abroad  as  most  valuable.  The  actual 
working  of  each  system  by  means  of  the 
full  size  models  made  specially  for  the 
school  gives  an  understanding  of  principles 
and  their  application  otherwise  impossible 
without  experience  in  each  of  the  libraries. 

Lectures  on : 

Accounts  with  books  and  with  readers;  indi- 
cators; charging  systems,  ledgers  vs  cards;  book 
cards,  marks,  pockets;  call  slips,  readers’  cards; 
notices,  reserves,  fines,  registers;  inter-library 
loans. 


Library  School 


53 


Bookbinding.  Students  must  become 
familiar  with  all  the  processes  through 
which  a book  passes  in  binding,  by  inspec- 
tion of  the  actual  work  in  the  state  library 
bindery  and  in  visiting  large  library  bind- 
eries and  publishing  houses.  Practice  is 
given  in  distinguishing  binding  materials 
and  in  judging  work  as  to  strength,  dura- 
bility, appearance  and  cost. 

Relative  cost  and  durability  of  binding  mate- 
rials; e.  g.  leatheret,  muslin,  buckram,  duck, 
skiver,  sheep,  roan,  bock  and  other  imitation 
moroccos,  Persian,  Turkey  and  levant  moroc- 
cos, Russia,  calf,  cowskin,  pigskin,  etc.  Tight 
vs  spring  backs;  sewing  on  bands,  tapes,  etc.; 
color;  lettering.  Paper  covers  and  temporary 
binders.  Restoring,  mending,  cleaning  and  oiling. 
Bindery  in  the  building,  cost  of  material  and 
labor,  graded  scales  of  prices. 

COMBINED  JUNIOR  AND  SENIOR  WORK 

The  best  results  are  obtained  by  treating 
certain  subjects  as  combined  junior  and 
senior  work.  Some  of  these  are  carried  on 
during  both  years.  Others  are  taken  by 
the  two  classes  together.  The  combined 
work  is : 

Reading  seminar.  Each  student  spends 
four  hours  a week  during  the  entire  course 
in  familiarizing  himself  with  the  best  old 


■ 


54  University  of  the  State  of  New  York 


and  new  books  under  direction  of  the 
faculty,  the  results  being  gathered  in  a 
weekly  exercise  in  which  both  classes  take 
part.  In  this  work  there  is  a great  variety. 
A leading  feature  is  a io-minute  report  on  a 
specified  topic  by  a student  previously  ap- 
pointed, practice  being  thus  gained  in  gath- 
ering material  and  in  speaking  before  such 
an  audience  as  a librarian  would  meet  in  con- 
ferences with  his  most  interested  readers. 

As  part  of  this  work  the  school  also  selects 
by  vote  the  best  new  books  of  each  month, 
being  prepared  to  choose  by  study  of  the 
lists,  notes  and  reviews  in  the  Pitblishers ’ 
weekly , Bookseller , Nation , Literary 
world , Critic , Dial,  Athenceum,  Spectator , 
Academy , Saturday  review , and  similar 
journals,  and  chiefly  in  most  cases  by 
actually  handling  the  new  books. 

Every  Thursday  evening  the  large  tables 
in  room  36  are  cleared  for  the  convenient 
display  of  the  new  books  of  the  week,  as 
the  extent  of  buying  by  the  state  library 
with  a book  fund  of  $15,000  and  by  the  pub- 
lic libraries  division  with  $25,000  a year 
secures  the  weekly  submission  by  publishers 
of  copies  for  personal  inspection  of  every- 


Library  School 


55 


thing  published  which  either  department 
may  wish.  Students  have  the  best  possible 
opportunity  for  training  and  experience  in 
systematic,  discriminating  book  buying  as 
they  study  the  work  with  the  book  board 
of  five  of  the  state  library  staff  in  making 
the  selections  for  the  state  library,  and 
capitol,  traveling,  extension  and  home 
libraries. 

Each  student  keeps  on  separate  slips 
titles  of  selected  books  with  references  to 
good  reviews  and  is  systematically  trained 
in  selecting  the  best  current  books  in  all 
fields. 

Scope  and  founding  of  libraries. 

Scope  and  usefulness. 

Library  as  an  educator;  as  people’s  university. 
Library  in  relation  to  schools  and  the  young. 
Library  lectures,  museums,  galleries,  etc. 
Library  as  a public  recreation. 

Founding.  Extension. 

Developing  interest;  by  press,  lectures,  school, 
pulpit,  societies,  circulars,  etc. 

Legislation;  national,  state,  local. 

Raising  funds.  Securing  gifts  of  books  —Subscrip- 
tions, bequests,  lectures,  fairs,  membership  fees, 
taxes,  government  aid  (remitted  duties,  public 
documents,  foreign  exchange,  etc.).  State  aid, 
subsidies,  traveling  libraries,  etc. 


- 


Catalog  department,  looking  north 


Library  School 


57 


Government  and  service. 

Constitution  and  by-laws  for  managers. 

Appointment  and  tenure  of  officers. 

Trustees.  Managers.  Committees. 

Director  or  chief  librarian.  Qualification.  Du- 
ties. Supervisory,  financial,  publishing  and 
other  executive  methods. 

Staff.  Assistants,  catalogers,  janitor. 

Daily  hours.  Vacations. 

Titles  and  duties. 

Salaries. 

Rules  for  staff. 

Regulations  for  readers. 

Readers’  qualifications:  user’s  age,  residence, 
guarantees,  references,  registration. 

Fees  and  assessments.  Free  use. 

Hours  of  opening.  Evening  opening. 

Closing.  Sunday,  holiday,  vacation,  examina- 
tion. 

Reference  use:  access  to  catalogs,  librarians 

and  shelves;  reading-room  rules;  decorum  in  li- 
brary. 

Home  use:  number  of  books,  time,  delinquen- 
cies, fines,  re-lending,  restrictions,  renewals. 

Special  privileges  to  readers:  extra  books;  extra 
time;  reservations;  suspension  of  rules;  excuses. 

Injuries.  Defacements.  Mutilations.  Losses. 
Thefts. 

Library  buildings.  Plans  of  important 
library  buildings,  proposed  or  now  building, 
are  often  submitted  for  suggestion  and  criti- 
cism. The  school  has  also  many  such  plans 


58  University  of  the  State  of  New  York 


submitted  to  it  in  previous  years,  so  that 
the  classes  have  an  unequaled  collection  for 
study.  Representative  drawings  are  chosen 
from  this  collection  as  a basis  for  the  building 
seminars  and  lectures.  Each  class  also  in- 
spects personally  from  io  to  20  representative 
library  buildings  during  its  course  and 
makes  its  instruction  much  more  practical 
by  applying  to  criticism  of  these  buildings, 
with  a teacher’s  assistance,  the  principles 
learned  theoretically. 

Location.  Provision  for  growth.  Branches. 
Deliveries. 

Materials  and  protection  against  fire.  Library 
fires. 

Plans.  Number,  size,  and  arrangement  of 
rooms. 

Storage  rooms.  Stacks,  alcoves,  galleries. 

Reading  rooms.  Central  halls.  Small  study 
rooms. 

Administration  and  special  rooms:  cataloging, 
office,  patent,  newspaper,  public  document,  du- 
plicate, class,  lecture,  museum,  art,  chess,  conver- 
sation, waiting,  coat,  toilet,  etc. 

Lighting.  Natural  and  artificial;  electric,  gas, 
etc. 

Pleating  and  ventilation  as  affecting  books. 

Fixtures.  Furniture  and  fittings.  Shelving, 
counters,  hoists,  desks,  tables,  chairs,  racks,  cabi- 
nets, folio  cases,  etc. 


Library  School 


59 


Reading  This  includes  work  done  dur- 
ing both  years  in  reading  seminars,  and  in 
reference  work;  also  lectures  of  senior  year 
on  the  following  topics  • 

Reading  and  aids. 

Methods.— e.  g.  Tasting-,  skipping,  reviewing,  sys- 
tematic book  marking,  making  synopses,  abstracts, 
extracts,  and  index  rerums. 

Choice  of  editions. — Annotations,  indexes,  paper, 
type. 

Courses  of  reading. 

Fiction.  Novel  reading. 

Reading  of  young.  Juveniles. 

Professorships  of  books  and  reading. — Lectures. 
Stimulus  and  guidance  in  schools. 

Use  of  reference  books. 

Aids  to  readers. — Guidance,  printed  or  personal. 

Character  of  reading  in  libraries. 

Literary  methods  and  bookmaking. 

Lectures,  with  practice  so  far  as  subjects 
admit  it,  on : 

Methods.— e.  g.  Exact  reference;  standard  sizes; 
use  of  colors;  thought  study;  intercalation  or  card 
system;  cooperative  methods;  records  vs  memory, 
abbreviations,  contracted  writing,  note-hand,  etc. 

Appliances.  Time  and  labor-saving  literary 
tools  and  devices. 

Clippings.  Scrapbooks,  files,  boxes,  envelops. 

Notebooks,  notetaking,  abstracting,  etc.  Card 
system. 

Indexing.  Index  rerums.  Printed  and  patent 
indexes. 


6o  University  of  the  State  of  New  York 


Authorship.  Writing  for  press.  Copy  and  proof. 

Library  printing  and  editing.  Composition, 
presswork,  papers,  prices.  Types  for  greatest  legi- 
bility and  skilful  differentiation. 

International  and  domestic  copyright. 

Library  bookkeeping*.  Lectures  on  busi- 
ness methods  and  principles  of  bookkeep- 
ing for  libraries.  Full  explanation  of  the 
best  methods,  supplemented  by  carefully 
supervised  practice  in  writing  up  a few 
pages  in  a set  of  simple  books  for  a library, 
including  analyzed  expense  accounts  for 
books,  serials  and  binding,  supplies,  inci- 
dentals and  salaries. 

Library  museum.  The  valuable  collec- 
tion on  library  economy  and  allied  sub- 
jects, consisting  of  several  thousand  books, 
pamphlets,  samples,  blanks,  etc.  is  minutely 
classified  and  indexed.  It  includes  the  entire 
collection  made  since  1S76  by  the  American 
library  association,  that  made  by  Colum- 
bia college  from  1SS3-S9,  and  transferred 
with  the  school  to  the  University  of  the 
state,  and  important  additions  constantly 
gathered  from  libraries  at  home  and  abroad. 

As  this  collection  was  widely  known  as 
the  most  complete  ever  made,  it  was  used 
as  a basis  and  added  to  from  all  sources  in 
making  for  the  United  States  authorities 


Library  school  study  room,  looking  northeast 


62  University  of  the  State  of  New  York 


the  first  important  world’s  fair  library 
exhibit.  This  was  planned,  collected, 
arranged,  and  elaborately  classified,  cata- 
loged, indexed  and  cross-referenced  at  the 
Library  school  and  during  the  exposition 
was  in  charge  of  its  graduates  in  the  U.  S. 
government  building. 

Most  important,  at  the  close  of  the  world’s 
fair,  October  31, 1893,  the  entire  comparative 
library  exhibit  was  deposited  with  the 
Library  school  as  part  of  its  permanent 
equipment.  Access  to  the  unequaled  facili- 
ties at  Albany  is  therefore  obviously  essen- 
tial to  the  most  thorough  work  in  any  de- 
partment of  library  economy. 

Personal  collections.  Students  are  re- 
quired to  gather  for  themselves  and  care- 
fully annotate  as  complete  a collection  as 
possible  of  samples  and  other  illustrative 
material,  as  one  of  the  most  important  parts 
of  their  future  working  equipment.  Besides 
general  instruction  in  systematic  notetak- 
ing, each  teacher  criticizes  the  students’ 
notes  m his  subjects  and  suggests  any 
modifications  likely  to  make  them  easier  of 
record  or  reference  or  otherwise  more  prac- 
tically useful.  Increasing  stress  is  laid  on 
this  part  of  the  school  work  because  the 


Library  School 


63 


librarian  more  than  almost  any  other  literary 
worker  has  to  deal  with  limitless  material 
on  all  varieties  of  subjects.  Therefore  no 
training  is  of  greater  value  than  that  which 
enables  him  to  preserve  in  readily  accessi- 
ble form  the  results  of  work  once  done, 
so  that  it  need  not  be  repeated  in  detail 
when  first  impressions  have  become  dull  or 
are  entirely  forgotten. 

SENIOR  YEAR 

Senior  year  is  designed  to  qualify  stu- 
dents for  more  important  and  better  paid 
positions.  The  method  of  study  is  largely 
comparative  and  students  are  systematically 
trained  not  in  a single  good  way  for  doing 
each  thing  as  in  junior  year,  but  in  knowl- 
edge of  various  systems,  and  specially  of 
the  principles  that  should  determine  which 
should  be  selected  or  what  modifications 
should  be  made  in  adapting  any  method  to 
local  requirements.  Students  who  are 
specializing  are  allowed  so  far  as  practicable 
to  do  more  of  their  state  work  in  the  de- 
partment chosen.  ( See  also  Admission  to 
senior  class,  p.  30.) 

Advanced  bibliography.  Lectures,  with 
problems  solved  by  the  class  and  criticized 
by  the  instructor. 


64  University  of  the  State  of  New  York 


The  following  four  examples  illustrate  the 
nature  of  these  problems : 

“ Make  a reading  list  with  notes  on  recent 
Russian  history.” 

“Make  a chronologic  list  of  the  works 
of  Louisa  M.  Alcott  and  works  about  her.” 
‘ ‘ Prepare  a complete  list  of  books  and 
articles  on  the  housing  of  the  poor.” 

“Make  for  a travel  club  a select  list  of 
illustrated  books  on  Italian  art,  architecture 
and  antiquities.” 

The  year’s  work  includes  thorough  in- 
struction on  the  merits  and  drill  in  the  use 
of  the  best  author  and  subject  bibliographies, 
selected  from  the  remarkably  full  biblio- 
graphic library  owned  by  the  state. 

Reference  work.  Lectures  and  quizzes 
by  the  reference  librarian  on  methods  of 
helping  readers  and  on  the  books  most  used 
as  the  tools  of  the  reference  librarian. 
Actual  questions  asked  by  readers  are  given 
to  the  class,  some  to  be  answered  at  the 
moment,  others  after  time  for  study.  Each 
student  brings  to  the  class  the  answer  he 
would  give  and  states  how  he  found  it.  The 
sources  of  information  used  are  compared 
and  the  teacher  points  out  the  quickest  and 
best  method  for  each,  with  the  reasons  why 


Library  School 


65 


each  book  is  best  for  each  case,  though  for 
the  next  similar  question  another  authority 
might  be  preferable. 

Advanced  cataloging.  Comparative  study 
and  discussion  of  leading  catalog  codes, 
study  of  difficult  and  misleading  cases  in 
actual  practice. 

Advanced  dictionary  cataloging.  Princi- 
ples of  dictionary  cataloging  reviewed  and 
applied  in  making  a dictionary  catalog  on 
more  difficult  subjects  than  in  junior  year. 
This,  like  other  similar  work,  is  retained  as 
the  permanent  property  of  the  student. 

Advanced  classification.  Comparative 
study  is  made  of  all  prominent  systems  of 
classification,  and  their  various  notations 
are  applied  to  the  same  books  in  order  to 
test  more  fairly  their  comparative  practical 
value  for  different  uses. 

Also  discussion  of  difficult  cases  in  classi- 
fication which  arise  in  the  large  additions  to 
the  state  library,  and  practice  in  dealing 
with  puzzling  cases  that  have  been  noted  for 
this  purpose  from  year  to  year. 

History  of  libraries.  The  origin  and  de- 
velopment of  libraries  with  a general  sum- 
mary of  the  history,  resources,  equipment, 
and  methods  of  the  leading  American  and 


" 66  University  of  the  State  of  Ne  w York 


foreign  libraries.  The  purpose  of  the  course 
is  to  give  needed  information  not  elsewhere 
available  in  so  compact  and  useful  a form. 

Original  bibliography.  Each  student  must 
submit  by  June  i of  senior  year,  either  a 
subject  or  an  author  bibliography,  or  an  an- 
notated reading  list  on  a subject  approved 
by  the  faculty  and  not  already  satisfactorily 
covered. 

The  following  selections  from  recent  work 
show  the  kind  of  topics  chosen: 

Bibliographies : Hawthorne;  Ben  Jonson;  Later 
18th  century  English  literature;  Best  200  books  on 
biography  for  a popular  library;  Select  list  of  fic- 
tion for  girls;  Books  on  children’s  reading;  Hud- 
son river. 

Reading  lists  : Suggestive  list  of  books  to  be 

read  before  going  to  Europe;  Church  history;  Some 
famous  cathedrals;  10  great  paintings;  Books  to  be 
read  before  going  to  California. 

Thesis  Each  student  must  submit  by 
June  1 of  senior  year,  a thesis  on  some  sub- 
ject in  library  science  approved  by  the  fac- 
ulty. It  must  show  independent  thought 
and  research,  and  an  intelligent  grasp  of  the 
subject,  and  must  be  satisfactory  in  literary 
form  and  use  of  English. 

Instead  of  this  thesis  the  faculty  may  ac- 
cept other  written  work  of  the  student 


Library  School 


67 


which  shows  power  to  collect  material, 
arrange  it  in  logical  order  and  discuss  its 
meaning  in  creditable  English. 

Credentials  and  degrees 

Passcards.  These  are  issued  to  any 
person  who  passes  one  or  more  library  ex- 
aminations, regardless  of  age,  sex,  resi- 
dence, or  previous  instruction.  They  show 
simply  that  the  holder  knows  enough  of  each 
subject  certified  to  meet  the  required  test. 

Certificates.  A certificate  is  simply  the 
equivalent  of  a series  of  passcards  on  a sin- 
gle form,  and  is  issued  when  all  examina- 
tions in  a specified  group  of  subjects  have 
been  passed. 

First-year  certificate.  This  shows  that 
the  holder  has  passed  the  entrance  ex- 
aminations, has  completed  satisfactorily  the 
work  and  examinations  of  junior  year  and 
is  officially  recognized  as  a senior  library 
student.  This  certificate  is  necessary  for  ad- 
mission to  the  senior  class. 

Second-year  certificate.  This  is  de- 
signed to  encourage  systematic  study  of 
librarianship  by  librarians  and  assistants 
unable  to  leave  their  positions,  and  shows 
that  the  holder  has  passed  all  the  examina- 


6S  University  of  the  State  of  New  York 


tions,  submitted  a satisfactory  thesis  and 
bibliography  and  met  all  other  requirements 
for  a diploma  except  that  of  a year’s  resi- 
dence at  the  school. 

Diploma.  This  shows  that  the  holder 
has  met  all  entrance  requirements,  has  re- 
ceived at  least  one  year’s  instruction  in  resi- 
dence at  the  school  and  has  passed  each 
examination  of  the  two  years'  course  with 
a standing  of  not  less  than  75  per  cent. 

Passcards  and  certificates  may  be  for  any 
subjects  included  in  the  examinations  and 
mav  be  earned  bv  those  who  have  taken 
summer  school  or  correspondence  instruc- 
tion or  study  at  home,  but  the  diploma  is 
issued  only  for  a complete  balanced  course 
of  which  at  least  one  year  is  taken  at  the 
school  in  order  to  profit  by  its  extensive 
collections  and  apparatus  and  teaching 
facilities. 

Honor  credentials.  If  three  fourths  of 
all  the  required  work  is  completed  with  an 
examination  standing  of  go  per  cent  or  over, 
the  credential  is  issued  “ with  honor’’. 

Degrees.  There  have  been  established 
the  degrees  B.L.S.  and  M.L.S.  on  examina- 
tion, and  causa  honoris , D.L.S..  for  bache- 
lor, master  and  doctor  of  library  science. 


Library  School 


69 


B.  Jjo  S.  The  degree  B.L.S.  is  conferred 
only  on  graduates  who  have  met  all  require- 
ments of  the  course  for  an  honor  diploma, 
and  who  submit  diplomas  or  certificates  from 
registered  colleges  (sec  p.  27-28)  or  pass  ex- 
aminations covering  at  least  two  full  years  of 
general  college  work.  Thus  the  full  course 
for  which  the  degree  is  given  includes  two 
years  of  college  work  and  the  two  years’ 
technical  work  in  the  Library  school,  so 
that  candidates  can  not  earn  a degree  in 
less  than  four  years  after  graduation  from 
the  academy  or  high  school. 

M.  L.  S.  The  degree  M.L.S.  is  con- 
ferred only  on  persons  of  recognized  fitness 
and  character  who  after  having  received 
the  degree  B.L.S.,  have  been  successfully 
engaged  for  not  less  than  five  years  in  profes- 
sional library  work  and  who  present  a sat- 
isfactory thesis,  bibliography  or  catalog  and 
pass  such  further  examinations  as  the  fac- 
ulty of  the  Library  school  may  prescribe. 

D.  L.  S.  The  degree  D.  L.  S.  is  granted 
only  for  conspicuous  professional  merit  and 
for  distinguished  services  to  librarianship, 
and  only  on  unanimous  vote  of  the  regents 
as  provided  in  their  ordinances  regarding 
honorary  degrees. 


70  Uiiiversity  of  the  State  of  New  York 


Aid  to  students 

Gifts,  The  receipt  of  gifts  to  be  dis- 
bursed as  fellowships  scholarships  or  other- 
wise to  deserving  students  in  the  Library 
school,  is  authorized,  provided  that  such 
receipt  and  distribution  be  in  accordance 
with  the  rules  made  by  the  regents  or  the 
library  committee.  The  school  has  received 
much  of  its  support  from  private  gifts, 
services  and  money,  and  invites  those  inter- 
ested in  its  work  to  contribute  means  to  aid 
promising  students  who  would  otherwise  be 
unable  to  complete  their  training. 

Fellowships  and  scholarships.  For  the 

double  purpose  of  securing  better  services 
for  the  state  library,  and  to  encourage 
higher  attainments  among  library  pupils, 
the  chancellor  is  authorized  to  appoint  the 
most  successful  students  from  the  school  as 
junior  assistants  in  the  state  library,  so  far 
as  the  needs  of  the  library  may  require  and 
the  appropriations  for  salaries  allow,  and 
graduates  so  appointed  may  be  reported  as 
holding  state  library  fellowships,  and  under- 
graduates as  holding  state  library  scholar- 
ships. At  least  one  fellowship  yielding 
$500  a year,  shall  be  assigned  to  that  gradu- 


Library  School 


7i 


ate  applying  for  the  same  whose  record  for 
the  course  and  for  any  examinations  or 
other  tests  of  fitness  prescribed  shall  be 
highest,  and  at  least  one  scholarship  of  the 
value  of  not  less  than  $50  nor  more  than 
$300  as  may  be  determined  in  each  case, 
shall  be  assigned  similarly  each  year  to  that 
undergraduate  in  the  school,  who  besides 
excelling  in  scholarship,  can  render,  in 
addition  to  school  duties,  services  in  the 
library  of  the  value  of  the  scholarship 
assigned.  All  candidates  must  of  course 
pass  the  state  civil  service  examinations. 

SUMMER  AND  CORRESPONDENCE 
COURSES 

The  Library  school  is  maintained  solely  to 
advance  general  librar}T  interests,  and  its 
equipment  gathered  at  large  cost  and  with 
great  labor  by  those  specially  interested  in 
this  important  educational  work  is  unsur- 
passed. The  published  results  of  the  school 
work  are  widely  scattered.  Its  success  has 
been  remarkable  and  the  library  classes 
conducted  by  its  graduates  at  the  Pratt 
and  Drexel  institutes  and  at  the  University 
of  Illinois  are  giving  instruction  to  a yearly 
increasing  number.  The  growth  in  library 
interest  has  however  been  still  greater  and 


72  University  of  the  State  of  New  York 


we  learn  of  hundreds  of  librarians  and 
assistants  anxious  to  profit  by  the  school 
facilities,  but  absolutely  unable  to  attend 
its  sessions.  In  the  spirit  of  modern 
librarianship  the  school  hopes  to  carry  to 
those  who  can  not  come  to  it  some  at  least 
of  its  advantages,  by  means  of  the  summer 
or  vacation  class  and  by  correspondence 
teaching. 

Experience  shows  that  admirable  results 
can  be  thus  obtained,  but  obviously  there 
are  peculiar  and  serious  difficulties  in  library 
instruction  which  for  the  best  practical  re- 
sults must  have  systematic  apprenticeship 
and  extensive  illustrative  apparatus  in  con- 
nection with  a large  working  library. 
Neither  summer  nor  correspondence  course 
offers  a satisfactory  substitute  for  the  school 
but  clearly  our  experienced  faculty  can  use 
these  means  more  effectively  than  any  other 
agency.  Plans  for  these  courses  were  out- 
lined in  Library  notes , 2:289-96,  and  the 
summer  session  opened  July  1896. 

Summer  session.  The  first  summer  ses- 
sion of  the  New  York  state  library  school 
began  July  7,  1S96  and  lasted  five  weeks. 
The  members  of  the  regular  faculty  give 
certain  lectures,  and  for  the  direct  conduct 


Library  School 


73 


of  the  school  select  graduates  who  from 
their  library  course  and  experience  seem 
best  adapted  to  this  peculiar  work.  This 
summer  faculty  has  every  facility  of  the 
school  and  such  assistance  as  is  practicable. 
At  the  close  of  the  course  regents  examina- 
tions are  given,  and  certificates  that  the 
summer  course  has  been  completed  are 
awarded  to  successful  candidates.  Obviously 
five  weeks  will  allow  study  only  of  the 
simplest  methods  and  most  elementary 
work  included  in  the  76  weeks  of  the  full 
course,  which  is  found  hardly  long  enough 
for  the  work.  Simple  cataloging,  classifi- 
cation, accessioning,  shelf -listing,  loan 
systems  and  some  elementary  work  in  bibli- 
ography and  library  economy  are  taken  up. 

As  this  summer  course  is  given  at  the 
urgent  request  of  library  assistants  who 
can  not  leave  their  positions  for  the  full 
course,  they  have  preference  in  admission, 
and  there  are  few  vacancies  for  those  with- 
out library  experience  as  a basis  for  the 
short  five  weeks’  course.  As  the  number 
of  desks  is  limited,  early  application  should 
be  made.  Only  those  who  hold  credentials 
for  the  completion  of  a full  four-year  aca- 
demic or  high  school  course,  or  its  equiva- 


74  University  of  the  State  of  Neva  York 


lent,  are  admitted  to  the  summer  session. 
For  those  engaged  in  library  work  in  the 
state  of  New  York,  and  who  meet  the 
requirements  for  admission,  instruction  is 
provided  without  charge  as  part  of  the 
work  of  the  public  libraries  division.  To 
all  others  meeting  the  conditions  for  admis- 
sion the  fee  is  $20  for  the  five  weeks’ 
course. 

Correspondence  course.  Definite  courses 
of  study  and  reading  to  be  pursued  at  home 
will  be  prescribed,  systematic  guidance  and 
advice  will  be  given,  and  work  done  will  be 
criticized  and  revised. 

This  work  will  go  on  during  the  school 
year,  and  by  the  use  of  blanks  specially  de- 
vised to  reduce  correspondence  and  by  skil- 
ful adaptation  of  the  methods  worked  out 
by  the  most  successful  correspondence  teach- 
ers of  late  years,  it  is  hoped  to  aid  substan- 
tially those  working  at  home.  Tuition  fees 
will  be  only  for  time  actually  given  to  each 
student.  Use  of  the  school  facilities  will  be 
free. 

Addresses  of  those  interested  are  filed  and 
announcements  of  details  will  be  sent  as 
soon  as  prepared. 


Room  51  Catalogers’  collection 


76  University  of  the  State  of  New  York 


ALUMNI  ASSOCIATION 

In  1 894  the  alumni  of  the  school  present  at 
the  Lake  Placid  ( N.  Y. ) meeting  of  the  A.  L.  A. 
organized  an  association  to  cooperate  in  the 
work  and  promote  the  interests  of  the  Li- 
brary school,  thus  putting  into  the  usual 
organized  form  the  enthusiastic  loyalty  and 
readiness  to  help  which  has  from  the  first  in 
a marked  degree  characterized  our  students. 
Perhaps  one  of  the  greatest  services  of  the 
alumni  is  in  discouraging  the  application  of 
candidates  who  would  be  unable  to  meet  the 
high  standards  maintained  and  do  success- 
fully the  hard  work  required.  Students 
trained  in  the  school  from  January  1SS7 
through  October  1S97  have  already  filled 
568  positions,  among  them  being  many  of 
the  most  important  in  the  country.  Con- 
stant reports  of  increased  salaries  and  the 
fact  that  where  one  graduate  is  employed 
trustees  commonly  insist  on  another  for  the 
next  vacancy,  are  the  best  testimony  to  the 
practical  value  of  the  school  training. 

POSITIONS 

The  main  purpose  of  the  school  is  to  pro- 
vide satisfactory  librarians,  catalogers  and 
assistants  for  the  rapidly  growing  number 


Library  School 


77 


of  libraries,  public  and  private,  town  and 
college,  reference  and  circulating,  that  wish 
help  in  starting  anew  or  reorganizing  with 
the  best  and  cheapest  methods,  and  in  the 
modern  library  spirit.  The  registry  of  all 
students  wishing  positions,  gives  notes  of 
qualifications,  experience,  salary  required 
and  position  or  kind  of  work  and  location 
preferred.  To  any  library  or  individual 
wishing  such  services  is  recommended  the 
student  who  seems  best  adapted  to  the  work 
required.  Every  graduate  is  entitled  to  free 
registration  and  to  such  recommendations 
for  vacant  positions  as  his  abilities  and  work 
while  in  school  or  elsewhere,  have  mer- 
ited, but  no  definite  promise  whatever  as  to 
position  or  salary  is  made. 

DIRECTIONS  FOR  APPLICANTS 

Applicants  for  admission  to  the  Library 
school  should  write  for  a copy  of  the  follow- 
ing form : 

APPLICATION  FOR  ADMISSION  TO  THE  NEW  YORK 
STATE  LIBRARY  SCHOOL 

189 

I have  read  carefully  the  handbook  ex- 
plaining the  aims,  methods  and  require- 
ments of  the  Library  school. 

I wish  to  enter  the  school 189  , 

to  remain  for Below  I give  as 


Room  51a  Library  school  lecture  room 


Library  School 


79 


accurately  as  I can  the  information  required 
to  decide  my  claim  for  admission. 

1 Full  name 

2 Address 

[Answer  accurately,  in  your  own  handwriting. 
Where  more  space  is  needed,  complete  the 
answer  on  the  last  page,  prefixing  the  proper 
number.  The  arbitrary  scale  in  questions  5, 
10  and  28  conveys  a clearer  idea  than  words, 
and  care  should  be  taken  to  assign  the  num- 
bers accurately.  The  opinion  of  judicious 
friends  will  help  greatly.  The  faculty  needs 
these  details  in  deciding  which  of  the  numer- 
ous candidates  have  the  best  claims  on  the 
strictly  limited  facilities  of  the  school.] 

3 Age  4 Married  5 Health 

[Give  here  the  figure  fairly  estimating  your 

place  in  this  scale  : 4=very  delicate  ; 5=deli- 
cate,  but  able  to  work ; 6=fair ; 7=good ; 
8=very  good  ; g=perfect.] 

6 How  many  days  have  you  lost  in  the 
past  year  because  of  ill  health? 

7 Have  you  any  noticeable  physical  de- 
fect of  any  kind,  e.  g.  in  sight,  hearing  or 
speech? 

8 Addresses  of  references  who  can  speak 
positively  of  your  character,  abilities  and 
experience. 

9 Education.  Give  schools  and  years ; if 
a graduate,  degrees  and  dates  of  graduation. 

[Forward  if  practicable  with  your  application 
catalogues  for  years  when  you  were  in  attend- 
ance.] 

10  With  what  languages  are  you  familiar? 

[Mark  against  each  the  figure  showing  the  de- 
gree of  familiarity,  thus : 2=slight  acquaint- 
ance, can  pick  out  common  titles;  4=read  with 
dictionary  ; 6=read  fluently  ; 8=read,  write 
and  speak  fluently.  Use  the  odd  figures  for 
closer  approximation  ; e.  g.  5=read  with  slight 
use  of  dictionary.  Use  9 for  a mother  tongue 
only.] 


8o  University  of  the  State  of  New  York 


Lan- 

guage 

Fa- 

miliar- 

ity 

Where 
acquired  ? 

How  much  used? 
Where  and  how? 

English 

German 

French 

Italian 

Spanish 

Latin 

Greek • 

11  To  what  extent  have  you  pursued 
special  studies  or  courses  of  reading? 

1 2 What  has  been  the  character  and  extent 
of  your  general  reading  since  leaving  school  ? 

13  If  you  use  shorthand  or  the  typewriter, 
note  how  many  words  per  minute  you  can 
write,  system  or  machine  used,  and  extent 
of  experience. 

14  Library  experience.  What  work? 

15  Where? 

16  How  long  ? 

17  When  and  why  terminated? 

18  Experience  in  other  occupations,  bus- 
iness, teaching,  etc. 

19  Do  you  take  or  read  Library  jour7ial? 

[If  the  answers  to  no.  ig,  20,  or  21  be  “ Yes  ” add 

length  of  time  or  extent  of  reading.] 

20  Do  you  take  or  read  Public  libraries ? 


Library  School 


81 


21  Are  you  a member  of  the  American  or 
any  state  or  local  library  association  ? 

22  Do  you  wish  to  prepare  for  general 
library  work  or  for  some  special  department  ; 
e.  g.  executive,  cataloging,  reference,  or 
loan  department? 

23  Have  you  a library  position  now  in  view  ? 

24  Do  you  wish  to  secure  one  on  leaving 
the  school  ? 

25  What  is  your  motive  in  engaging  in 
library  work  ? 

26  How  long  do  you  intend  to  continue 
in  library  work  ? 

27  How  low  a salary  would  you  accept  for 
the  first  three  years  after  leaving  the  school  ? 

[This  question  has  no  bearing  on  any  engage- 
ment. Its  answer  enables  us  to  advise  candi- 
dates who  hope  for  too  high  salaries  at  first 
not  to  enter  on  a course  which  will  probably 
disappoint  them  precuniarily.] 

28  Add  any  farther  facts  as  to  personal 
abilities,  habits,  tastes,  or  experience  that 
occur  to  you  as  likely  to  influence  your  suc- 
cess in  library  work ; e.  g.  as  to 

order  quickness  tact 

methodical  habits  memory  earnestness 
accuracy  executive  enthusiasm 

ability 

[The  most  compact  answer  can  be  given  by 
marking  opposite  each  word  2,  4,  6 or  8 as  in 
question  10,  languages.  Call  5 the  average. 
If  your  memory,  in  your  own  judgment  or  by 
common  repute  among  friends,  is  something 
better  than  the  average,  mark  6 under  that 
word  ; if  decidedly  above  the  average,  mark 
it  8.] 

When  filled,  mail  to  Melvil  Dewey,  Direc- 
tor N.  Y.  State  Library  School,  Albany,  N.  Y. 


, ■-  . 


■ 


University  of  the  State  of  New  York 


Institutions  in  the 

§o° 

i — IQO 

STUDENTS 

1896-97 

University 

Ot-T 

' 

Men 

Wom’n 

. 

Universities  and  col- 

arts 

For  men  ...... 

■» 

23 

3,331 

9 

| “ women 

5 

2 

2,217 

“ men  and  women 

6 

1,717 

852 

Total  ....... 

34 

5,050 

3,078 

vS 

rofessional  and  tech- 
j^  nical  schools 
Law 1 . . 

' 7 

1,999 

42 

Medicine • . 

15 

3,790 

235 

- Dentistry 

o 

O 

499 

12 

Veterinary  medicine 

3 

119 

• • • 

Pharmacy 

5 

623 

21 

1 'theology  ...... 

14 

757 

15 

Education  of  teachers 

4 

198 

913 

‘ 4 librarians 

1 

5 

28 

Music 

4 

155 

515 

Other 

15 

5,732 

4,249 

Total  ....... 

71 

13,877 

6,030 

Academies 

X Academies  (incorp.)  . 

92 

3,825 

4,330 

Senior  acad.  schools  . 

2 

208 

40 

Middle  “ 

Junior  44 

7 

122 

157 

22 

498 

368 

Total  ....... 

■ ' 

123 

4,653 

4,895 

UNIVERSITY  OF  ILLINOIS-URBANA 


3 01 1 2 072935031 


